Unit 1 Exam Flashcards
Give a study on the multi store explanation of memory
Murdock experiment:
Aim: to find evidence to support the multi store explanation of memory.
Method: the people involved in the experiment have a list of words displayed in front of them. The words are shown individually for 3-5 seconds, then the participants must recall the words in any order.
Results: the words nearer the end of the list were called first (the recency effect) The words nearer the beginning what also recalled rather well, seeing as you’ve had more time to remember them (primacy effect) The middle words were remembered not so well.
Conclusion: is this experiment provides evidence that there are short-term and long-term stores.
What are the three levels of processing?
Structural Processing: what something looks like, the shallowest level.
Phonetic Processing: what something sounds like, the medium level.
Semantic processing: the meaning of something you’re learning, the deepest level.
Explain the multistore model of memory
The multi-store model of memory starts with the sensory store, which only lasts a few seconds and is held there so you can still see it.
The second part of it is the short term memory store, this lasts for 30 seconds to one minute.
The last part is the long term memory, this lasts a lifetime and has unlimited capacity.
rehearsal, recall, forget. rehearsal, recall, forget.
Explain reconstructive memory
Reconstructive memory is altering our recollection of things so that they make more sense to us
Explain the two different types of interference
Retro active interference: this is one new information you have learnt interferes with the old information you know.
Pro active interference: this is when information we have previously learnt interferes with new information we want to learn.
Give a study into interference
Underwood and Postman:
Aim: to see if new learning interferes with previous learning
Method: Participants were divided into two groups. The first group was asked to learn a list of 10 words. Then they were asked to learn another list of words. The second group were only told to remember the first list. Both groups were asked to recall the words.
Results: the results were that the first group had more trouble recalling the first list of words and the second group.
Conclusion: that learning something new interferes with remembering old information
Give a study into context
Godden and Baddeley:
Aim: to see if people who learn and are tested in the same environment will recall more information than those who learn and are tested in different environments.
Method: participants in this experiment were deep sea divers. They were divided into four groups. All groups had the same list of words. Two groups learnt underwater, two groups above. Two groups recalled underwater. Two groups above water.
Results: groups one and three recalled 40% more than the other two groups, this was because both groups one and three had learnt and recalled in the same place.
Give a study on tone of voice
Argyle, Alkema and Gilmour:
To see if the tone of voice effects interpreting a verbal message.
Different groups of participants listened to either friendly or hostile messages in those two times of voice.
When participants were asked to interpret the messages, it was found that time of voice had about 5 times the effect of the verbal message.
Tone of voice is very important when people interpret verbal messages.
Explain the Loftus and Palmer study
Aim: to see if asking leading questions affect the accuracy of recall.
Method: participants were shown films of car accident. Some were asked “
how fast was the car going when it HIT the other car”
others were asked “
how fast is the car going when it SMASHED into the other car”
Results: those who heard the word “smashed” gave a higher speed estimate than those who heard “hit”.
Conclusion: leading questions or reduce the accuracy of recall. Smashed made the participants believed the car was going faster.
Explain the Bruce and Young study.
Bruce and young
Aim: to see familiarity affects the accuracy of identifying faces.
Method: Psychology lecturers were caught on camera at the entrance of the building. Participants were asked to identify the people from the tape using high quality photographs.
Results: the lecture students made more correct identification is then the other students and experienced police officers.
Conclusion: previous familiarity helps when identifying faces.
What is Paralinguistics?
Paralinguistic’s is the vocal features that a company speech.
Describe the argyle study
Argyle
Aim: to see how interrupting I contact affects conversation.
Method: pairs of participants were observed having conversations. In half the conversations, one of the participants wore dark glasses, there were more pauses and interruptions than when classes were not worn.
Results: when one of the participants wore dark glasses, there were more pauses and interruptions than when dark glasses were not worn.
Conclusion: Eye contact is important in ensuring the smooth flow of conversation
Give a study on pupil dilation
Hess
Aim: to see the effect of pupil dilation on emotion.
Method: participants were shown two nearly identical pictures of the same girl and asked which picture was more attractive. The only difference between the two pictures was that, in one of them, the girls pupils were dilated, and in the other picture they were not.
Results: the majority of the participants said that the picture of the girl with the dilated pupils was more attractive. Strangely though, they could not say why they thought that.
Conclusion: pupil dilation as an unconscious but powerful effect on emotion.
Describe Sackeim’s study
Aim: to look at the relationship between facial expressions and the hemispheres of the brain.
Method: pictures of peoples faces showing different emotions were cut down the middle. New pictures were created with each half face and its mirror image. Then each pair of new faces were shown to participants. They were asked which picture they liked better.
Results: the majority of participants said they preferred the picture of the half face and its reflection. When asked why they said the person in the picture looked “warmer”.
Conclusion: the left side of the face seems to express emotion much more than the right side.
Describe a study into postural echo
McGinley
Aim: to see the effect of postural echo when having a conversation.
Method: A confederate of an experimenter approached individuals in a social setting and had conversations with them. In half of the meetings, the Confederate echoed The posture of the person they were talking to. In the rest of the meetings the Confederate did not echo the posture of the other person. Afterwards, the experimenter approached the individuals and asked them what they thought of the Confederate.
Results: when postural echo was used, the people questioned liked the confederate and thought that they got on well together. When postural echo was not used, the Confederate was not liked as much and the conversation felt awkward.
Conclusion: postural echo gives an unconscious message of friendliness.
